Lesson plan of Heritage: Historical and Cultural

Objectives (5 - 7 minutes)

1. Understanding Heritage: The main objective of this class is to make students understand the concept of historical and cultural heritage. They should be able to identify and differentiate historical heritage (objects, documents, constructions) and cultural heritage (festivals, dances, typical foods) present in their community.

2. Identification of Local Heritage: The lesson plan is also intended to encourage students to identify and learn about the historical and cultural heritage of their community. They should learn to value and respect local history and culture, recognizing the importance of preserving this heritage for future generations.

3. Promoting Active Learning: Through practical and fun activities, students will be encouraged to learn actively and participatively. They will be challenged to apply what they learn in real situations, promoting a better understanding and assimilation of the content.

Introduction (10 - 12 minutes)

1. Reviewing Previous Content: The teacher begins the class by reviewing previously studied history concepts, such as the meaning of the words "past" and "history" and the importance of knowing and respecting the history and culture of a place. For example, he may ask students to share brief stories about their families or their community that they remember. This will help establish the connection between theory and practice.

2. Problem Situation 1: The teacher presents two problem situations to arouse students' curiosity and introduce the topic of the class:

   • "Have you ever stopped to think why some old houses in our neighborhood are different from others? Or why some families have parties and celebrations that others do not? It's all connected to our history and culture, and today we're going to learn about it!"

3. Problem Situation 2:

   • "Have you ever thought about what our city would be like without our school, the park where we play, or the church that many families attend? These places are very important to us, because they are part of our heritage: the historical and cultural heritage of our community."

4. Contextualization of the Importance of the Subject: The teacher explains the importance of historical and cultural heritage, showing that it is a way of knowing and valuing the history and culture of a place. He may cite famous examples, such as Christ the Redeemer in Rio de Janeiro, Pelourinho in Salvador, or the Ipiranga Museum in São Paulo, to illustrate how these heritages are important for the identity and memory of a people.

5. Curiosities: To further arouse students' interest, the teacher may share some curiosities about historical and cultural heritage. For example:

   • "Did you know that the city of Olinda, in Pernambuco, is considered a World Cultural Heritage Site by UNESCO? This is because it preserves many cultural traditions that are important to Brazil's history."
   • "And did you know that the Amazonas Theater, in Manaus, is made of materials from several countries, such as bricks from Scotland, marble from Italy, and iron from England? That's why it is considered a very important historical and cultural heritage."

With the introduction, students should be curious and motivated to learn more about the historical and cultural heritage of their community and Brazil.

Development (20 - 25 minutes)

In this step, the teacher proposes three practical activities to promote meaningful learning for the students. Each activity has an estimated duration of 6 to 8 minutes.

Activity 1: "Discovering Heritage"

1. Description:

   • The teacher divides the class into small groups and distributes to each group a sheet with a list of historical and cultural heritage (buildings, festivals, dances, typical foods) possibly present in their community.
   • Each group should then discuss and check on the list which heritages they already know and which they would like to learn more about. They can base their answers on their personal experiences, prior knowledge, and conversations with their family and neighbors.

2. Objectives:

   • Stimulate collaboration and teamwork.
   • Encourage students to apply what they have learned by identifying historical and cultural heritage in their community.

3. Materials Needed:

   • Printed sheets with the list of heritage.

   • Pencils or colored pens.

Activity 2: "Poster Creation"

1. Description:

   • After the "Discovering Heritage" activity, the teacher suggests that each group choose one of the heritage sites they marked on the list and create an informative poster about it.
   • The posters should include the name of the heritage, a brief description of what it is and its historical and cultural importance to the community, and illustrations or photos that represent it.
   • Students can use materials available in the classroom, such as colored paper, glue, scissors, and magazines for clippings, or they can bring materials from home that they find interesting for the activity.
   • The teacher circulates around the room, guiding and assisting the groups as necessary.

2. Objectives:

   • Stimulate the students' creativity and artistic expression.
   • Reinforce the importance of historical and cultural heritage in the identity and memory of a community.

3. Materials Needed:

   • Art materials (papers, glue, scissors, magazines for clippings, etc.).

   • Posters or panels to fix the posters.

Activity 3: "Shadow Puppet Theater"

1. Description:

   • The teacher suggests that the students, divided into groups, create small "Shadow Puppet Theater" plays representing some historical or cultural heritage they have researched.
   • For the shadow puppet theater, each group must create cardboard or poster board cutouts representing the characters and scenery of the story. These cutouts will be used to project shadows on the wall through a light source.
   • Students must also create a short story that involves the chosen heritage and the characters they create.
   • The teacher can help organize the space for the presentation, guiding the groups in making the cutouts and creating the story.

2. Objectives:

   • Develop the students' expression and communication skills through the art of theater.
   • Stimulate research and knowledge about historical and cultural heritage through the creation of a narrative.

3. Materials Needed:

   • Cardboard or poster board for the cutouts.
   • Colored pencils or crayons to color the cutouts.
   • Lanterns or light source for the shadow projection.
   • Adequate space for the presentation.

With the conclusion of these activities, students should have a clearer understanding of the concept of historical and cultural heritage, as well as its importance for the memory and identity of a community.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher gathers all the students in a large circle and starts a group discussion. Each group will have the opportunity to present the heritage they have chosen and explain why they consider it important to the community. They can also share curiosities they discovered during the research. The teacher should encourage all students to participate and express their opinions.

2. Connection with Theory (2 - 3 minutes): After the presentations, the teacher resumes the theoretical concepts, reinforcing the idea that heritage is not just about old buildings or objects, but also about traditions, festivals, dances, typical foods, among others. He can use the posters and plays created by the students as concrete examples of these concepts. The teacher should also emphasize the importance of preserving heritage for future generations.

3. Final Reflection (3 - 4 minutes): To conclude the class, the teacher asks the students to reflect on what they have learned. He asks two simple questions and gives the students a minute to think about their answers before sharing them with the class. The questions are:

   • "Which heritage did you like to learn about the most and why?"
   • "Why is it important to know and value the historical and cultural heritage of our community?"

Feedback is a crucial step in consolidating student learning. Through group discussion, they have the opportunity to share their findings and learn from their peers. The connection to theory helps reinforce the concepts learned, and the final reflection encourages students to apply what they have learned and reflect on the importance of the subject.

Conclusion (5 - 7 minutes)

1. Summary of the Lesson (2 - 3 minutes): The teacher begins the conclusion by summarizing the main points covered during the lesson. He reinforces the concept of historical and cultural heritage, explaining that it encompasses not only old buildings but also traditions, festivals, dances, typical foods, among others. He highlights the importance of knowing and valuing the heritage of our community, as it helps us understand our history and our culture.

2. Theory-Practice Connection (1 - 2 minutes): The teacher then explains how the practical activities carried out during the lesson helped to consolidate the students' understanding of the topic. He highlights that, through the activities "Discovering Heritage", "Poster Creation" and "Shadow Puppet Theater", students had the opportunity to apply what they learned, identifying heritage in their community, researching about them, and expressing their findings in a creative way.

3. Extra Materials (1 minute): To complement the learning, the teacher suggests some extra materials for the students to explore at home. This may include books, websites, documentaries, educational games, among others, that address the theme of historical and cultural heritage. He may also suggest that students talk to their family and neighbors about the heritage of their community, and that they visit these heritage sites, when possible.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher reinforces the importance of the subject presented, explaining that historical and cultural heritage is an essential part of our identity and memory. He may cite concrete examples of how heritage preservation can contribute to the development and tourism of a region, as well as to the strengthening of social cohesion and the self-esteem of the community.

5. Closing (1 minute): The teacher ends the class by thanking everyone's participation and commitment, and emphasizing that understanding and valuing historical and cultural heritage are lessons that students will carry with them for the rest of their lives. He also makes himself available to clarify doubts and assist with future research.